Author: Daniele Di Mitri

Daniele Di Mitri is a research group leader at the DIPF - Leibniz Institute for Research and Information in Education and a lecturer at the Goethe University of Frankfurt, Germany. Daniele received his PhD entitled "The Multimodal Tutor" at the Open University of The Netherlands (2020) in Learning Analytics and wearable sensor support. His research focuses on collecting and analysing multimodal data during physical interactions for automatic feedback and human behaviour analysis. Daniele's current research focuses on designing responsible Artificial Intelligence applications for education and human support. He is a "Johanna Quandt Young Academy" fellow and was elected "AI Newcomer 2021" at the KI Camp by the German Informatics Society. He is a member of the editorial board of Frontiers in Artificial Intelligence journal, a member of the CrossMMLA, a special interest group of the Society of Learning Analytics Research, and chair of the Learning Analytics Hackathon (LAKathon) series.

About me Awards

My appointment speech at German UDS

Posted on 04/17/2025by Daniele Di Mitri

On the 16th April 2025, the appointment took place ceremony where I officially received my appointment as professor in Multimodal Learning Technologies.Here is the text of my speech

Ladies and gentlemen,

How will students at the German UDS learn in the future? Will they still be confined to desks and laptops, watching videos on our LMS? Or perhaps they will be in the metaverse campus? Or maybe they'll engage in individual interactions with Large Language Models?

In my research group on multimodal learning technologies, we are dedicated to creating authentic learning experiences that blend both physical and digital spaces. This includes engaging with the local, physical world—through movement, objects, and environments—while also exploring the possibilities offered by digital tools, AI tutors, and immersive virtual realities.

For instance, we explore tools like Presentable, an AI tutor that offers immediate feedback on presentation skills. We are equally interested in how virtual environments can support learners in expressing their desires, goals, and identities.

But as we stand at the frontier of educational technologies, we must ask: Are we simply chasing what’s technologically possible, or are we building what is truly desirable? As we envision the future of education, our focus must remain on key values—privacy, simplicity, accessibility, and affordability.

We should prioritise solutions that are scalable, low-cost, and inclusive.

To transform learning by 180 degrees means more than embracing innovation. It means using technology thoughtfully to support every learner's growth, well-being, and potential. The biggest challenge that we face in front of us in education is not just about going digital—it’s about staying human in a digital world.

Thank you.

Picture with the two presidents at German UDS, Prof Dr Mike Friedrichsen and Prof Dr Christoph Meinel

Newly appointed professors — The newly appointed professors with the two presidents (from left to right): Marco Bade, Mike Friedrichsen, Felix Weitkämper, Daniele Di Mitri, , Steven Ney, Georg Loscher, Tim Stuchtey, Thomas Staubitz, Julia Von Theinen, Christoph Meinel, Thomas Staubiz

About me

New position as Professor at German UDS

Posted on 04/01/2025by Daniele Di Mitri

As of 1st April 2025, I am covering a new position as a Professor in Multimodal Learning Technologies at the German UDS University of Digital Science, a new private non-profit university in Potsdam, Brandenburg, Germany. My new role is setting up a new research group in multimodal learning technologies and coordinating the new master's in Advanced Digital Realities.

The German UDS is a new concept of a 100% digital education university that offers various bachelor's, master's and MBAs. Each course at German UDS is entirely online and can be taken from anywhere worldwide, thanks to the MOOC-like structure, which allows for self-paced studying. The German UDS offers the unique opportunity to receive a German education and university degree at a distance, with access for students worldwide.

After having dedicated the last 15 years of my life to thinking about improving education with technology, I am very fulfilled that I get the opportunity to work in this forward-thinking reality. German UDS tries to bring higher education to a completely different level from how we generally know it now. This new digital education model tries to cope with the digital transformation, lowering the geographical barriers and access requirements to enrol on European higher education. For more information, visit the website https://www.german-uds.de

Thanks to presidents Prof. Dr. Mike Friedrichsen and Prof Christoph Meinel for welcoming me into their new family.

To build on my contributions at the DIPF | Leibniz Institute for Research and Information in Education and support my colleagues' achievements, including PhD candidates and master's students, I will remain an associate researcher at the DIPF to establish collaborations.

Great times and challenges are ahead!

Presentations Research visits

Guest Talk at Monash University

Posted on 11/07/2024by Daniele Di Mitri

During my recent research visit to Australia, I had the privilege of presenting at Monash University, specifically at the Centre for Learning Analytics Monash (COLAM). My talk, titled “The Quest for Automated Feedback,” explored the evolving role of AI in education, particularly in providing meaningful feedback to students.

As generative AI tools like ChatGPT become increasingly popular among students seeking feedback on their essays, a critical question arises: How effective is this feedback? My research delves into the complexities of generating automated feedback, emphasising that it is not a one-size-fits-all solution. Feedback is inherently context-dependent, influenced by various factors, including the learner’s needs, the task at hand, and the feedback modality.

The literature on feedback is vast and nuanced. I referenced several foundational models, including Hattie & Timperley (2007) and Winne’s Self-Regulated Learning Model (1996), to highlight that there is no universal definition of what constitutes good feedback. However, specific guidelines can help shape effective feedback practices.

AI’s increasing role in education presents both opportunities and challenges. My ongoing qualitative research sheds light on how AI-generated feedback can be tailored to different levels of detail—task-level, process-level, and self-regulation feedback. This differentiation is crucial for enhancing the learning experience.

I discussed various feedback modalities, such as audio, graphics, and haptic feedback, emphasizing that the choice of modality can significantly impact cognitive load. Additionally, the timing of feedback—whether immediate or delayed—plays a vital role in its effectiveness.

The integration of learning analytics with multimodal data collection is a key focus of my research. By leveraging data from both physical and digital learning environments, we can create richer, more personalized learning experiences. This approach aligns with the concept of embodied cognition, where learning is grounded in both the body and the environment.

My talk at Monash University was not just an opportunity to share my research; it was a chance to engage with fellow academics and practitioners who are equally passionate about the future of education. The discussions that followed my presentation were enlightening, and I left with new insights and collaborations in mind.

Conference article

Preserving Privacy in Multimodal Learning Analytics with Visual Animation of Kinematic Data

Posted on 09/20/2024by Daniele Di Mitri

A recent study has been published that addresses the growing concern of data privacy in multimodal learning analytics (MMLA). The research investigates the potential of using visual animations as an alternative to traditional video recordings for analyzing sensitive data, particularly in educational settings.

MMLA involves collecting and analysing data from various sources, including video recordings, to gain insights into learning behaviours and outcomes. However, the use of video can raise significant privacy concerns, especially when it contains identifiable information about individuals. This has led to ethical dilemmas regarding using such data in research.

The study, based on the master thesis of Aleksandr Epp, introduces the Kinematic Animation Tool (KAT) to address these privacy issues. This tool allows researchers to visualise kinematic data without relying on video footage, thereby mitigating privacy risks. The KAT operates in a web browser, making it accessible and user-friendly for researchers in various environments.

The study involved a field experiment where participants annotated data sets using both animations and video recordings to assess the quality of the annotations. The results indicated that the inter-rater agreement between the two methods was high, suggesting that animations can serve as a viable alternative to videos in the data annotation process. This finding is significant as it demonstrates that the quality of data analysis can be maintained while enhancing privacy.

The successful integration of the KAT into existing multimodal data analysis frameworks suggests that researchers can conduct studies without the ethical concerns associated with video recordings. This approach not only protects participants' privacy but also encourages broader participation in MMLA research.

This study provides a valuable contribution to the ongoing discussion about data privacy in research. Demonstrating the effectiveness of visual animations in data analysis offers a practical solution for researchers looking to balance the need for quality insights with ethical considerations. As learning analytics continues to evolve, adopting, like the KAT, may be crucial in promoting responsible research practices.
In summary, visual animations represent a promising advancement in privacy-preserving data analysis, allowing researchers to explore learning behaviours while safeguarding participant information.

Full citation:

Di Mitri, D., Epp, A., Schneider, J. (2024). Preserving Privacy in Multimodal Learning Analytics with Visual Animation of Kinematic Data. In: Casalino, G., et al. Higher Education Learning Methodologies and Technologies Online. HELMeTO 2023. Communications in Computer and Information Science, vol 2076. Springer, Cham. https://doi.org/10.1007/978-3-031-67351-1_45

Conference article

New paper: A Human-centric Approach to Explain Evolving Data

Posted on 06/30/2024by Daniele Di Mitri

A recent study led by my colleague Gabriella Casalino at the University of Bari highlights the importance of transparency and explainability in Machine Learning models used in educational environments.

As we embrace this technological shift driven by AI in education, it is imperative to address the ethical considerations surrounding AI applications in educational settings. A recent study has underscored the critical importance of transparency and explainability in machine learning models utilized in educational environments.

At the forefront of this study is the introduction of DISSFCM, a dynamic incremental classification algorithm that harnesses the power of fuzzy logic to analyze and interpret students' interactions within learning platforms; by offering human-centric explanations, the research endeavours to deepen stakeholders' understanding of how AI models arrive at decisions in educational contexts.

One of the key strengths of the DISSFCM algorithm lies in its adaptability. It dynamically adjusts its model in response to changes in data, ensuring resilience and reliability in educational data analytics. This adaptability enhances the algorithm's performance and instills confidence in the insights derived from educational data.

Transparency and ethical standards are paramount in AI practices, particularly in educational settings. We can build trust and ensure fairness in deploying educational technologies by upholding these principles. The study sheds light on the evolving landscape of AI integration in education and emphasizes the pivotal role of explainable AI in fostering trust and understanding among stakeholders.

As we navigate the intersection of AI and education, prioritizing transparency and explainability will be instrumental in shaping a future where technology enhances learning experiences while upholding ethical standards. By embracing these principles, we can pave the way for a more transparent and accountable educational ecosystem powered by AI.

Reference to the article:

G. Casalino, G. Castellano, D. Di Mitri, K. Kaczmarek-Majer and G. Zaza, "A Human-centric Approach to Explain Evolving Data: A Case Study on Education," 2024 IEEE International Conference on Evolving and Adaptive Intelligent Systems (EAIS), Madrid, Spain, 2024, pp. 1-8, doi: 10.1109/EAIS58494.2024.10569098.

The paper also got an award at the EAIS conference.

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